Philosophy of Teaching Statement
Warne and McAndrew (2010) argue where the aim of contemporary health and social care education is to develop reflective reflective and analytical practitioners, there is the utmost need to put in place appropriate teaching and learning processes and support mechanisms so that health and social care educators can facilitate the personal and professional development of their students, thus ensuring they are fit to practice.
In my own teaching practice, reflective practice and the development of the creative self are central to the module titled Creative and Reflective Practice in Social Care which I teach in Year 1 of the BA (Hons) in Social Care programme at DkIT. Learning processes that relate to the social constructivist domain of learning are applied to the design, facilitation and assessment of learning experiences within this module, as well as The Arts in Social Care Practice and Inclusive Arts modules, which I also deliver.
According to Doolittle (1999) social constructivism is one of many types of constructivism existing within the constructivism continuum, broadly categorised as Cognitive Constructivism, Social Constructivism and Radical Constructivism. As a learning theory social constructivism argues that learning occurs when learners encounter new ideas and experiences and 'construct' their own knowledge and meaning within a social context (Jordan, Carlile and Stack, 2008; Vygotsky, cited in Cole, M., John-Steiner, V., Scribner, S., & Souberman, E., 1978). This involves learners actively building "knowledge and understanding by synthesizing the knowledge they already possess within new information." (Jordan, Carlile and Stack, 2008, p. 55)
The defining principles are predicated upon the social nature of knowing, and the view that knowledge creation is a shared experience, rather than an individual one, and social interaction and language usage results in knowledge (Prawatt & Floden, cited in Doolittle, 1999). Furthermore, shared meanings and understandings are negotiated through discussion (Jordan, Carlile and Stack, 2008).
As a social constructivist educator my role is facilitator of the learning process; sensitively intervening at appropriate points, guiding learning. As a dynamic learning process (Carlile & Jordan, 2005), social constructivists agree that the role of the teacher is that of facilitator, guiding the learning process while accepting the autonomy of the student (Carlile and Jordan, 2005). This approach is in sharp contrast to traditional views on learning held by behaviourists and cognitivists who position the teacher "firmly in control" (Carlile and Jordan, 2005, p. 18), directing student learning.
According to the therapist and educator Carl Rogers 'meaningful learning' and 'facilitation' is self-initiated and involves the whole person (Rogers, 1969). From this perspective, learning is most likely to occur when students are motivated and engaged in their learning. Some of the strategies compatible with constructivist pedagogy that I use to help students be successful in the learning environment include authentic, active, experiential and evidence-based learning.
Furthermore, a nurturing and supportive educational environment provides the conditions in which students can learn and develop. It is paramount that the student feels safe to ask questions, discuss ideas and challenge notions without being disregarded in any way. A listening to and valuing of student opinion promotes an ethos of respectful partnership between student and teacher.